Mark Rohde & Andrew Alstot PhD A Proposed Study: The Effect of Performance Based Practice Scheduling on Learning Three Novel Dart Throws Mark Rohde & Andrew Alstot PhD Department of Exercise Science Pacific University, Forest Grove, OR Procedure: Participants will be randomly assigned to 1 of 3 practice groups (blocked, random, and the performance based schedule). We will give a demonstration of 1 trial for each task. Participants will be told to stand at wait line until instructed to perform the task. The subjects will be told which task to perform (identified by a color), for example, “perform blue task”- which is associated with underhand to high target. The participants will be told to walk to the throwing square, retrieve darts from the table, throw the darts and step back to the wait line. Participants will be encouraged to take their time and strive for the best performance they can produce and every 10 trials participants will be reminded to slow down and take their time. Blocked: This practice style has the participant perform 3 large separate practice blocks of each skill, with the total trials equaling the other practice styles. Random: This practice schedule has each participant practice each skill in trial blocks that are done in a random order, until they have completed an equal number of trials as the groups. Performance Based Schedule: In order to progress people into a more random schedule the researcher will set a certain success rate that is required (over an average of 1 trial set). Once a subject performs at or above that skill level, the researcher will advance them to the next skill, and eventually begin to produce a more random schedule varying between all 3 dart skills. Post Test: 1 trial will be done (5 throws) at each target. Distance from the bulls eye will be measured to analyze skill proficiency. Data Analysis: Data will be analyzed using a repeated measures ANOVA to test for differences between groups at post and retention tests. Purpose Background The purpose of the study is to implement a progressive practice schedule that increases in contextual interference and allows individuals to progress to a new skill only when they have shown mastery in the skill currently being practiced. My Performance based progressive practice requires learners to progress to a new task only when they reach success, defined as an individual performance standard set for participants. The idea of practice scheduling has been a large component to motor learning. More specifically, variations of a practice schedule can have direct influences on retention of motor skills. Shea & Morgan (1979) first presented these results which revolutionized our understanding of practice scheduling by reporting that random practice of multiple motor skills resulted in superior retention scores above the retention scores of a blocked practice schedule of the same skills. This spurred many studies to test the results of a high (random) and low (blocked) contextual interference schedule and to observe their effects on skill acquisition. While many studies have shown strong support for the application of a high contextual interference schedule, others have not had the same success, especially in applied settings. In recent years, researchers have begun studying a new type of schedule that varies over time. Instead of having a fixed schedule, they implemented a schedule that begins with a low interference, a blocked schedule, and slowly increased the randomness of the schedule the more the participant practiced the skill. This has been fairly successful but researchers have also taken this schedule to a new level. Instead of increasing contextual interference at a constant rate, they have tried to make the schedule individualized by increasing the schedule’s interference as the person acquires the skill (i.e., improves their score). Very few studies have been done using this practice type and I hope to further the knowledge in this domain of motor learning. Methods Participants: Students 18-35 year’s old, undergraduate students at a small university in the Pacific Northwest. Participants will have little experience with the game of darts according to survey and pre-test data. Apparatus and Task: This study will be using 3 dart boards, set at high - 5’8” (standard), low - 2’10”(half standard), and floor positions. Each assigned a color to identify the task. A square will be placed to throw from, at regulation distance away from boards (9ft). 5 Darts will be placed on a table next to the square (5 throws count as one trial block). A waiting line will be placed 1 meter from throwing square. The subjects will participate in 3 tasks: overhand to a low target, underhand to a high target, and underhand to a target on the floor. References: Shea, J.; & Morgan, R. (1979). Contextual interference effects on the acquisition, retention, and transfer of a motor skill. Journal of Experimental Psychology: Learning, Memory and Cognition, 5, 179-187.